Re-advertise: Vocational training and labour market Advisor

Job Profile

A.   Required Qualifications, Competencies and Knowledge

Formal Education

• University degree at least at bachelors level preferably in education, economics, public policy, social science, management, engineering or in a relevant discipline
• University degree at master level in management or business development is considered an advantage

Experience

• At least 5 years of experience in training development and delivery (in public or private institutions)
• At least 2 years of experience in implementing links between TVET and private sector entities (preferred requirement) gained in - or outside development cooperation projects in the area of TVET reform implementation and private sector inclusion
• Experience in three or more of the following areas: capacity development and providing training, training needs analysis, co-operation mechanisms between TVET and business sector, feasibility studies, piloting of dual system/apprenticeship schemes, TVET image campaigns, active employment measures, skills sector council/teams development/facilitation, quality management (minimum requirement).
• Knowledge of the local economic structure and local framework conditions for economic development (minimum requirement)
• Working experience in the private sector is considered an advantage (preferred requirement)
• Working experience with GIZ administrative system and regulation is considered an advantage (preferred requirement)

Other Qualifications

• Fluency in English language (minimum requirement).
• Fluency in Arabic language (minimum requirement).
• Fluency in French language (preferred requirement).
• Excellent communication and presentation skills (minimum requirement/compulsory).
• Proficient in use of Microsoft Office (PowerPoint, Word, Excel, Outlook) or equivalent open source packages (minimum requirement).
• Practical use of statistical software/s (eg. STATA, SPSS or equivalent) (preferred requirement).
• Excellent office administration, organizational and self-drive skills
• High standards of confidentiality and loyalty
• Reliable, accurate, consistent, persistent and easy going
• Ability to work efficiently in a team
• Sound reporting skills
• Willingness to travel nationally
   

B.  Responsibilities

The SAB officer is responsible for:

• the smooth implementation of the SABs within the public TVET system (DGVTE schools)
• the design and management of trainings and capacity building measures
• the liaison with employers, school management, DGVTE representatives
• the follow-up of administrative procedures related to SAB establishment in the DGVTE technical schools according to DGVTE and GIZ administrative regulations and requirements
• He/she contributes to developing and to implementing the project‘s intervention strategy and annual action plans in collaboration with the officer in charge of the commission
   

C.  Tasks

SAB implementation and monitoring

The SAB officer:

• sets out key principles of policy formation in the context of social dialogue and social partner involvement
• (further) develop the guidelines of the SABs, including structure and functions on the basis of international best practices and conduct workshops to validate the guidelines
• establishes and maintains contact and productive working relationships with TVET school management, Guidance and employment officers (GEOs) and employers
• establishes and maintains smooth communication with DGVTE staff to pass administrative approvals and with School directors to follow-up with administrative requirements
• organises the SAB implementation:
  • in coordination with the DGVTE identifying suitable schools in which SABs will be established
  • identifying of potential members of SABs
  • formal establishment of SABs and facilitation and coordination of meetings and events of SABs
  • supporting the SAB member in the development of occupational and qualification standards for so-called bottleneck professions
  • preparing training plans in coordination with the SAB members and trainings providers (short term experts, consultants, ILO,…)
  • monitors the SAB implementation:
  • monitoring the delivery of capacity building measures for the SAB members
  • reports the SAB implementation:
  • collecting presence sheets according to GIZ procedures
  • maintaining data base on training attendees
  • collecting statistical information related to the output indicators of the project
  • supporting in relevant reporting on SAB activities and achievements to the project contracting authorities (e.g. BMZ, EU,…)

Finance and Accounting

The SAB officer:

• collects invoices related to SAB implementation to be handed over to the admin assistant
• collects justifications and provides payments/reimbursement to project beneficiaries

Procurement

The SAB officer in coordination with the project admin assistant:

• prepares and monitors the contracts for resources involved in SAB implementation
• monitors the contract fulfilment (preparation, signature, execution, closure)
• prepares the required documents for issuing contracts for goods and materials

Human Resources

The SAB officer in coordination with the admin assistant:

• monitors the implementation of Short-Term Expert (STE) contracts in relation to the SAB implementation
  • recording STE working days and activities performed
  • assessing compliance of STE deliverables with ToR requirements
  • drafting the End of Mission (EoM) report of the STE
  • producing STE reports

Project General Duties

The SAB officer:

• prepares and uses operational plans (activities, time and costs) for the related activity
• assists the AV in communicating with project stakeholders
• takes part in and contribute to operational planning and monitoring meetings
• prepares publications and communication tools, including brochures, films, lessons learned, case studies/best practices and annual reports of the responsible area
• does simple translations (Arabic-English; English-Arabic as required)  
• maintains polite and professional verbal and written communication
• assists the project team in arranging meetings and events
• handles requests for information and data
• participates in project activities when required
• conducts regular field trips to all project schools and companies

Project Background:

The project "Improving the Quality and Attractiveness of Vocational Education and Training in Lebanon" aims to increasingly align vocational education and training in sectors with sustainable employment potentials with the needs of the Lebanese economy.

Emphasis is placed on improving the partnership between vocational training institutions and the private sector, strengthening human resource capacity in vocational training institutions, and developing practice-oriented training programs. The target groups of the project are young people, unemployed and underemployed adults who want to improve their employment prospects through qualifications relevant to the labor market.

The implementing partner is the Directorate General for Vocational and Technical Education (DGVTE), which lacks capacity at various levels to involve the private sector in vocational education and training. This concerns curriculum development, teacher training and the expansion of practical elements in teaching. The project's advisory approach includes establishing and advising coordination bodies with representatives of the state vocational training sector and company representatives at the macro and steering levels, piloting cooperation models between vocational training institutions and the private sector, systematic human resources development in public vocational training institutions and testing competency-based, modularized training programs.

In relation to promoting the link between the public TVET system and the needs of the employers in the country, the Lebanese Minister of Education issued a resolution to establish a School Advisory Board (SAB) in technical schools and institutes. The National Strategic Framework for TVET in Lebanon (2018) also states the necessity of activating these boards as a tool to enhance cooperation between education and employers, being a vital link between vocational and technical education and the business and industry sector.

The SABs assures the relevance of the technical and vocational education programs to the community and the business world and guides the technical schools towards developing competences that are and will be required in the job place.

The main role of the SAB officer is the establishment of school advisory boards in public TVET schools in selected economic sectors and the building of the the capacities of the SAB members in systematically identifying qualification needs in the respective sectors

and to develop occupational and qualification standards. The project will focus

on sectors with sustainable and stable employment potential. The sector

maintenance and repair of machinery and technical equipment in the manufacturing industry has already been identified as a priority.

Working place:

Dekwaneh